UNIVERSITY OF MAINE AT FARMINGTON
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Lavigne
Lesson #: 4
Facet: Interpretation
Grade Level: 11-12
Numbers of Days: 3
Topic: Making Decisions
PART I:
Objectives
Student will understand that global terrorism is a complex issue with roots throughout history
Student will know motivations for conflict, death tolls, government vs. rogue action, governments in
control, leaders in control, historical background, lasting effects of conflict, human cost of war, differing
points of view for victims of conflict
Student will be able to consider historical, social, and cultural basis for multiple points of view including
their own. Infer some of the political and social ramifications for making specific foreign policy
decisions.
Product: Online Forum
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, concepts, themes and patterns
Grade Level Span: Grade 9-Diploma "The World in the Contemporary Era"
Students understand major eras, major enduring themes and historic influences in the United States and
World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: b, c, d
Rationale: Students will know how historical events have impacted the present and use that knowledge to make
decisions about policy in the present.
Assessments
• Online Forum: As a class we will create an online forum where current developments in the Middle East can be
discussed. After each class I will post a news article to the forum as a new discussion topic, students will have the
ability to give their personal reaction to the article and react to their classmate's interpretations. I will expect that
students will have given both their personal reaction to the article as a "comment" on the forum and a reaction to a
classmate's comment as a "reply" to their comment. Responses do not have to be longer than a paragraph so long as
they show an understanding and a personal position on the article. I ask that you respond to a different student each
time you reply and that replies stay positive regardless if you agree or disagree. We will often disagree in this
course and this assignment is to build skills in respectfully disagreeing rather than harboring negative feelings
towards someone for their opinion, that being said it's important for us to keep our responses honest without being
inflammatory. (100 points)
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Decisions, decisions (philosophical chairs)
Section II – timely feedback for products (self, peer, teacher)
Teacher will approve topics at the end of the first class so that students will have all of day 2 to work on their topic
and can spend time at home working on research as well.
Summative (Assessment of Learning):
As a class we will create an online forum where current developments in the Middle East can be discussed. After
each class I will post a news article to the forum as a new discussion topic, students will have the ability to give
their personal reaction to the article and react to their classmate's interpretations. I will expect that students will
have given both their personal reaction to the article as a "comment" on the forum and a reaction to a classmate's
comment as a "reply" to their comment. Responses do not have to be longer than a paragraph so long as they show
an understanding and a personal position on the article. I ask that you respond to a different student each time you
reply and that replies stay positive regardless if you agree or disagree. We will often disagree in this course and this
assignment is to build skills in respectfully disagreeing rather than harboring negative feelings towards someone for
their opinion, that being said it's important for us to keep our responses honest without being inflammatory.
Integration
Technology: Online Forum (Augmentation): Students will be participating in an online forum to discuss and
attempt to solve issues of foreign policy. I put this at the augmentation level because it replaces regular dialogue but
allows for communication even if both parties aren’t present and a student could add links, charts, data, ect. to their
post if they felt so inclined.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Story Map Graphic Organizers help students formulate an argument and come up with a solution.
Section II – Groups and Roles for Product
Students will be discussing foreign policy online in a forum together and reacting to each others’ ideas with respect.
Differentiated Instruction
MI Strategies
Verbal: Students engage in classroom discussion/debate where they are free to express their ideas regarding
addressing terrorism.
Logic: students will be asked to formulate logical reasoning as to why they believe what they’re saying is the best
course of action.
Visual: Students will watch a video of Maajid Nawaz as a hook for the lesson.
Intrapersonal: Students will individually formulate their opinion and the reasoning that informs it.
Interpersonal: Students will discuss their opinions and debate with each other and will have to consider each
other’s ideas.
Kinesthestic: Students will be moving about the classroom freely in a station based forum discussion.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional
Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate
modifications and accommodations.
Plan for accommodating absent students:
Absences are inevitably going to occur over the semester for numerous reasons that are out of our control, that
being said it is still important to keep up with the course content. For this reason I will make the content of each
class accessible on the class wiki page. Additionally each student will exchange contact information with two other
students (email, cell phone number, facebook profile, etc) who can clarify questions about the content or
expectations (of course I will always be available via email to answer any questions as well). Extended deadlines
for classwork due to absence are negotiable, however they will be expected the following class period if an
extended deadline has not been agreed upon. Students who are absent will still be asked to participate in the online
forum if they are able to do so.
Extensions
My goal in this class is for you to come away with an understanding of the material, assignments are often my way
of ensuring that I'm doing an effective job conveying that information to you. That being said i'm not operating
under the assumption that no learning can take place if an assignment is not completed on time, but I do expect if
there is an issue that will prevent it from being completed on time that it is communicated before the due date. If an
issue is communicated prior to the due date of an assignment there is always potential for an extension or a reduced
deduction from their grade, however if no communication has taken place the student will receive a 10% deduction
from their grade for each class period it is late. Each assignment is designed to build on the last which hopefully
will serve to add to the class experience and for that reason due dates are important. In terms of format I expect all
typed assignments to be in Times New Roman 12pt font and double spaced.
Gifted Students: Send action plan to local congressperson.
Materials, Resources and Technology
Laptops or computers for all students
Projector
Story Map graphic organizers
Source for Lesson Plan and Research http://www.teacher-soup.com/attachments/097_Story_Problem_and_Solution.pdf
graphic organizer https://www.youtube.com/watch?v=Zw1TLVKadzg
Hook video http://penpalreflectionblog.blogspot.com/
Online Forum
PART II:
Teaching and Learning Sequence
Students will be set up in small round table groups of 3-4. My desk will be in the corner so if I do have the chance
to sit I will have a view of the whole classroom. Most of my teaching will be done standing up in front of the board
or walking around the classroom.
Agenda (include days and times)
Day 1
Hook 10 minutes
Research forum topic 50 minutes
Topic approval (exit ticket) 10 minutes
Debrief 10 minutes
Day 2
Students fill out Story Map graphic organizer 30 minutes
Students research topic/start to formulate forum argument 40 minutes
Debrief 10 minutes
Day 3
Station debate 70 minutes
Debrief 10 minutes
Teaching and Learning Sequence
Students will be able to make nuanced decisions about foreign policy that show a thorough analysis of political and
social ramifications based on past history of the region. The standard that will be addressed is E1 Students
understand major eras, major enduring themes and historic influences in the United States and World history
including the roots of democratic philosophy, ideals and institutions in the World. The hook for this lesson will be
a video of Maajid Nawaz a former Islamic extremist who now works in counter-terrorism, Maajid offers his
solution for dealing with global terrorism in this video. My hope is that this video shows students that dealing with
foreign policy issues especially in the modern Middle East can be complex and innovation is necessary so they are
encouraged to deviate from historical precedent so long as they can justify it.. What, Where, Why, Hook Tailors:
Visual, Intrapersonal, Verbal
Students will know how to make informed foreign policy decisions. They will be able to cite past historical
examples that justify their positions and use nuance to inform them. Utilizing our online forum students will be bale
to state their opinions on what course of action would be the most prudent in sensitive issues of foreign policy in
the Middle East. The purpose of this is to show students that there are many different schools of thought when it
comes to foreign policy and answers are not finite. The subjectivity of this assignment allows for students to have a
lot of freedom in choosing their own course of action. Class time will be used primarily for researching their topic
to formulate a strong argument as to why they think the way they do. The teacher will have the students share their
discussion topics as an exit ticket for class so that the instructor can make sure they are on the right path.
Equip, Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Musical, Verbal, Logical
Students will be researching a topic to debate that sparks their interest. Students will have to give the topic to the
instructor as an exit ticket for the end of the first class so they know whether or not their topic is something that
they can pursue. The second class students will have time to go over their topic research more and finalize ideas
through the use of their graphic organizer where they can receive peer or teacher feedback. Experience, Revise,
Refine, Tailors: Visual, Verbal, Interpersonal, Intrapersonal, Logical
The final product will largely be based on whether or not students can back up through the use of historical
precedent or social and political ramifications why they chose to choose the course of action that they did. Students
will take turns walking around the class in a station based debate forum and will be able to respond to each
student’s topic after listening to their pitch for their foreign policy decision. Finally The students will be judged on
their ability to answer their classmates’ questions or responses to their foreign policy decision and justify why they
made their decision. Evaluate, Tailors: Intrapersonal, Interpersonal, Logical, Verbal, Kinesthetic
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Students will use story map graphic organizer to organize arguments.
Microscope: Students will understand how their foreign policy decision effects the world around them.
Puppy: Grades in this lesson will be based on opinion so students have a lot of wiggle room for success.
Beach Ball: Class debate/forum give students control of the direction of conversation and students are
free to talk about subjects they choose as long as it fits within the lesson.
Rationale: My lesson is designed to appeal to each of these areas for the reasons I have listed above.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage
learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's
decision making.
Formative: Topic approval exit ticket.
Summative: Final Forum debate.
Rationale: Students are applying the knowledge and learning how to formulate it into a cohesive and
convincing argument.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary
skills, and pedagogy, as well as knowledge of learners and the community context.
MLR or CCSS: Students understand major eras, major enduring themes and historic influences in the
United States and World history including the roots of democratic philosophy, ideals and institutions in
the World.
Facet: Interpretation
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections,
and to build skills to apply knowledge in meaningful ways.
MI Strategies
Verbal: Students engage in classroom discussion/debate where they are free to express their ideas regarding
addressing terrorism.
Logic: students will be asked to formulate logical reasoning as to why they believe what they’re saying is the best
course of action.
Visual: Students will watch a video of Maajid Nawaz as a hook for the lesson.
Intrapersonal: Students will individually formulate their opinion and the reasoning that informs it.
Interpersonal: Students will discuss their opinions and debate with each other and will have to consider each
other’s ideas.
Kinesthestic: Students will be moving about the classroom freely in a station based forum discussion.
Type II Technology:
Online Forum (Augmentation): Students will be participating in an online forum to discuss and attempt to
solve issues of foreign policy. I put this at the augmentation level because it replaces regular dialogue but allows for
communication even if both parties aren’t present and a student could add links, charts, data, ect. to their post if
they felt so inclined.
Rationale: Students are able to debate each other in an online forum which makes distance a non-factor and
students can add supplemental material to their argument.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject
matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and
thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in
face-to-face and virtual environments
Rationale: b, c, d
Students are engaging with real world issues the use of technology. Students are reflecting on their experience that
is collectively accessible through a blog.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design,
develop, and evaluate authentic learning experiences and assessment incorporating contemporary
tools and resources to maximize content learning in context and to develop knowledge, skills, and
attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities
and become active participants in setting their own educational goals, managing their own learning, and assessing
their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and
abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards and use resulting data to inform learning and teaching
Rationale: a, b, c Students will be using digital tools that aid their learning experience. The blog will be a learning
environment that students can pursue a foreign policy issue of their interest and can approach it however they
would like.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Lavigne
Lesson #: 4
Facet: Interpretation
Grade Level: 11-12
Numbers of Days: 3
Topic: Making Decisions
PART I:
Objectives
Student will understand that global terrorism is a complex issue with roots throughout history
Student will know motivations for conflict, death tolls, government vs. rogue action, governments in
control, leaders in control, historical background, lasting effects of conflict, human cost of war, differing
points of view for victims of conflict
Student will be able to consider historical, social, and cultural basis for multiple points of view including
their own. Infer some of the political and social ramifications for making specific foreign policy
decisions.
Product: Online Forum
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Maine Learning Results
Content Area: Social Studies
Standard Label: E. History
Standard: E1 Historical Knowledge, concepts, themes and patterns
Grade Level Span: Grade 9-Diploma "The World in the Contemporary Era"
Students understand major eras, major enduring themes and historic influences in the United States and
World history including the roots of democratic philosophy, ideals and institutions in the World.
Performance Indicators: b, c, d
Rationale: Students will know how historical events have impacted the present and use that knowledge to make
decisions about policy in the present.
Assessments
• Online Forum: As a class we will create an online forum where current developments in the Middle East can be
discussed. After each class I will post a news article to the forum as a new discussion topic, students will have the
ability to give their personal reaction to the article and react to their classmate's interpretations. I will expect that
students will have given both their personal reaction to the article as a "comment" on the forum and a reaction to a
classmate's comment as a "reply" to their comment. Responses do not have to be longer than a paragraph so long as
they show an understanding and a personal position on the article. I ask that you respond to a different student each
time you reply and that replies stay positive regardless if you agree or disagree. We will often disagree in this
course and this assignment is to build skills in respectfully disagreeing rather than harboring negative feelings
towards someone for their opinion, that being said it's important for us to keep our responses honest without being
inflammatory. (100 points)
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Decisions, decisions (philosophical chairs)
Section II – timely feedback for products (self, peer, teacher)
Teacher will approve topics at the end of the first class so that students will have all of day 2 to work on their topic
and can spend time at home working on research as well.
Summative (Assessment of Learning):
As a class we will create an online forum where current developments in the Middle East can be discussed. After
each class I will post a news article to the forum as a new discussion topic, students will have the ability to give
their personal reaction to the article and react to their classmate's interpretations. I will expect that students will
have given both their personal reaction to the article as a "comment" on the forum and a reaction to a classmate's
comment as a "reply" to their comment. Responses do not have to be longer than a paragraph so long as they show
an understanding and a personal position on the article. I ask that you respond to a different student each time you
reply and that replies stay positive regardless if you agree or disagree. We will often disagree in this course and this
assignment is to build skills in respectfully disagreeing rather than harboring negative feelings towards someone for
their opinion, that being said it's important for us to keep our responses honest without being inflammatory.
Integration
Technology: Online Forum (Augmentation): Students will be participating in an online forum to discuss and
attempt to solve issues of foreign policy. I put this at the augmentation level because it replaces regular dialogue but
allows for communication even if both parties aren’t present and a student could add links, charts, data, ect. to their
post if they felt so inclined.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Story Map Graphic Organizers help students formulate an argument and come up with a solution.
Section II – Groups and Roles for Product
Students will be discussing foreign policy online in a forum together and reacting to each others’ ideas with respect.
Differentiated Instruction
MI Strategies
Verbal: Students engage in classroom discussion/debate where they are free to express their ideas regarding
addressing terrorism.
Logic: students will be asked to formulate logical reasoning as to why they believe what they’re saying is the best
course of action.
Visual: Students will watch a video of Maajid Nawaz as a hook for the lesson.
Intrapersonal: Students will individually formulate their opinion and the reasoning that informs it.
Interpersonal: Students will discuss their opinions and debate with each other and will have to consider each
other’s ideas.
Kinesthestic: Students will be moving about the classroom freely in a station based forum discussion.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional
Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate
modifications and accommodations.
Plan for accommodating absent students:
Absences are inevitably going to occur over the semester for numerous reasons that are out of our control, that
being said it is still important to keep up with the course content. For this reason I will make the content of each
class accessible on the class wiki page. Additionally each student will exchange contact information with two other
students (email, cell phone number, facebook profile, etc) who can clarify questions about the content or
expectations (of course I will always be available via email to answer any questions as well). Extended deadlines
for classwork due to absence are negotiable, however they will be expected the following class period if an
extended deadline has not been agreed upon. Students who are absent will still be asked to participate in the online
forum if they are able to do so.
Extensions
My goal in this class is for you to come away with an understanding of the material, assignments are often my way
of ensuring that I'm doing an effective job conveying that information to you. That being said i'm not operating
under the assumption that no learning can take place if an assignment is not completed on time, but I do expect if
there is an issue that will prevent it from being completed on time that it is communicated before the due date. If an
issue is communicated prior to the due date of an assignment there is always potential for an extension or a reduced
deduction from their grade, however if no communication has taken place the student will receive a 10% deduction
from their grade for each class period it is late. Each assignment is designed to build on the last which hopefully
will serve to add to the class experience and for that reason due dates are important. In terms of format I expect all
typed assignments to be in Times New Roman 12pt font and double spaced.
Gifted Students: Send action plan to local congressperson.
Materials, Resources and Technology
Laptops or computers for all students
Projector
Story Map graphic organizers
Source for Lesson Plan and Research
http://www.teacher-soup.com/attachments/097_Story_Problem_and_Solution.pdf
graphic organizer
https://www.youtube.com/watch?v=Zw1TLVKadzg
Hook video
http://penpalreflectionblog.blogspot.com/
Online Forum
PART II:
Teaching and Learning Sequence
Students will be set up in small round table groups of 3-4. My desk will be in the corner so if I do have the chance
to sit I will have a view of the whole classroom. Most of my teaching will be done standing up in front of the board
or walking around the classroom.
Agenda (include days and times)
Day 1
Hook 10 minutes
Research forum topic 50 minutes
Topic approval (exit ticket) 10 minutes
Debrief 10 minutes
Day 2
Students fill out Story Map graphic organizer 30 minutes
Students research topic/start to formulate forum argument 40 minutes
Debrief 10 minutes
Day 3
Station debate 70 minutes
Debrief 10 minutes
Teaching and Learning Sequence
Students will be able to make nuanced decisions about foreign policy that show a thorough analysis of political and
social ramifications based on past history of the region. The standard that will be addressed is E1 Students
understand major eras, major enduring themes and historic influences in the United States and World history
including the roots of democratic philosophy, ideals and institutions in the World. The hook for this lesson will be
a video of Maajid Nawaz a former Islamic extremist who now works in counter-terrorism, Maajid offers his
solution for dealing with global terrorism in this video. My hope is that this video shows students that dealing with
foreign policy issues especially in the modern Middle East can be complex and innovation is necessary so they are
encouraged to deviate from historical precedent so long as they can justify it.. What, Where, Why, Hook Tailors:
Visual, Intrapersonal, Verbal
Students will know how to make informed foreign policy decisions. They will be able to cite past historical
examples that justify their positions and use nuance to inform them. Utilizing our online forum students will be bale
to state their opinions on what course of action would be the most prudent in sensitive issues of foreign policy in
the Middle East. The purpose of this is to show students that there are many different schools of thought when it
comes to foreign policy and answers are not finite. The subjectivity of this assignment allows for students to have a
lot of freedom in choosing their own course of action. Class time will be used primarily for researching their topic
to formulate a strong argument as to why they think the way they do. The teacher will have the students share their
discussion topics as an exit ticket for class so that the instructor can make sure they are on the right path.
Equip, Explore, Rethink, Tailors: Interpersonal, Intrapersonal, Musical, Verbal, Logical
Students will be researching a topic to debate that sparks their interest. Students will have to give the topic to the
instructor as an exit ticket for the end of the first class so they know whether or not their topic is something that
they can pursue. The second class students will have time to go over their topic research more and finalize ideas
through the use of their graphic organizer where they can receive peer or teacher feedback. Experience, Revise,
Refine, Tailors: Visual, Verbal, Interpersonal, Intrapersonal, Logical
The final product will largely be based on whether or not students can back up through the use of historical
precedent or social and political ramifications why they chose to choose the course of action that they did. Students
will take turns walking around the class in a station based debate forum and will be able to respond to each
student’s topic after listening to their pitch for their foreign policy decision. Finally The students will be judged on
their ability to answer their classmates’ questions or responses to their foreign policy decision and justify why they
made their decision. Evaluate, Tailors: Intrapersonal, Interpersonal, Logical, Verbal, Kinesthetic
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Students will use story map graphic organizer to organize arguments.
Microscope: Students will understand how their foreign policy decision effects the world around them.
Puppy: Grades in this lesson will be based on opinion so students have a lot of wiggle room for success.
Beach Ball: Class debate/forum give students control of the direction of conversation and students are
free to talk about subjects they choose as long as it fits within the lesson.
Rationale: My lesson is designed to appeal to each of these areas for the reasons I have listed above.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage
learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's
decision making.
Formative: Topic approval exit ticket.
Summative: Final Forum debate.
Rationale: Students are applying the knowledge and learning how to formulate it into a cohesive and
convincing argument.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary
skills, and pedagogy, as well as knowledge of learners and the community context.
MLR or CCSS: Students understand major eras, major enduring themes and historic influences in the
United States and World history including the roots of democratic philosophy, ideals and institutions in
the World.
Facet: Interpretation
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional
strategies to encourage learners to develop deep understanding of content areas and their connections,
and to build skills to apply knowledge in meaningful ways.
MI Strategies
Verbal: Students engage in classroom discussion/debate where they are free to express their ideas regarding
addressing terrorism.
Logic: students will be asked to formulate logical reasoning as to why they believe what they’re saying is the best
course of action.
Visual: Students will watch a video of Maajid Nawaz as a hook for the lesson.
Intrapersonal: Students will individually formulate their opinion and the reasoning that informs it.
Interpersonal: Students will discuss their opinions and debate with each other and will have to consider each
other’s ideas.
Kinesthestic: Students will be moving about the classroom freely in a station based forum discussion.
Type II Technology:
Online Forum (Augmentation): Students will be participating in an online forum to discuss and attempt to
solve issues of foreign policy. I put this at the augmentation level because it replaces regular dialogue but allows for
communication even if both parties aren’t present and a student could add links, charts, data, ect. to their post if
they felt so inclined.
Rationale: Students are able to debate each other in an online forum which makes distance a non-factor and
students can add supplemental material to their argument.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject
matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and
thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in
face-to-face and virtual environments
Rationale: b, c, d
Students are engaging with real world issues the use of technology. Students are reflecting on their experience that
is collectively accessible through a blog.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design,
develop, and evaluate authentic learning experiences and assessment incorporating contemporary
tools and resources to maximize content learning in context and to develop knowledge, skills, and
attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities
and become active participants in setting their own educational goals, managing their own learning, and assessing
their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and
abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards and use resulting data to inform learning and teaching
Rationale: a, b, c Students will be using digital tools that aid their learning experience. The blog will be a learning
environment that students can pursue a foreign policy issue of their interest and can approach it however they
would like.